Foundation Degree Early Childhood Education and Care 2019/20

Year of entry

2019/20

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This engaging and innovative work-based course offers you the opportunity to gain a qualification while continuing to work.The course is specifically designed for those working with children, allowing you to draw on your practical experience in the classroom.

You will draw on multiple perspectives of early childhood and explore how different theories can be applied to working with young children and their families. You will gain skills and knowledge that will transform your practice and allow you to build strong partnerships with parents and other agencies.

You will explore areas including:

being, belonging and becoming

child development

inclusive practice

working with children and families

various perspectives on childhood and children’s lives.

This programme is suitable for Early Years Practitioners and others working with children (aged 0 – 8).

The early years workforce requires highly qualified and motivated practitioners with knowledge and understanding of the multi-disciplinary nature of working with young children and their families, as well as an appreciation of the importance of quality partnerships with parents and other agencies.

This degree makes a significant contribution to meeting the demands of the sector and it will provide you with a broad in-depth, theoretical underpinning of these issues.

A central theme of the course is the concept of ‘being, belonging and becoming’, not only in relation to children’s holistic development and learning, but also in relation to the journey that you embark on when studying at Canterbury Christ Church University (CCCU). For example, the state of ‘being’ values your experiences, knowledge and participation as the foundation of your professional identity; the notion of ‘belonging’ supports you and your feelings of inclusion and participation at University and in the wider early years community; and finally, the notion of ‘becoming’ supports your critical engagement with diverse perspectives on children, childhood and the wider political, societal and global issues influencing the lives of children and their families.

100% of our Early Childhood Education and Care students were satisfied with the quality of their course (National Student Survey 2017)

93% of our Early Childhood Education and Care students were satisfied with the teaching on their course (National Student Survey 2017)

93% of our Early Childhood Education and Care students were satisfied with the learning opportunities on their course (National Student Survey 2017)

Whilst studying for the Foundation Degree, you will engage with theory and research drawn from an interdisciplinary approach. The taught curriculum draws on the fields of education, health and welfare, sociology, psychology, geography, history, children’s rights, law and justice, political and economic science, anthropology, social policy and philosophy. The topics studied are embedded within a socio-cultural perspective towards children, families and their wider communities and in particular the interrelatedness of children’s development and learning as culturally, as much as biologically, determined. Reflection on work related learning is central to developing links between theory and practice.

Introduction to Early Childhood Education and Care (Employment-based) The purpose of this module is to provide you with an introduction into Early Childhood Studies. It aims to allow you to develop a foundation of knowledge and understanding of the complexity of early years’ policy, practice and provision. You will explore theoretical perspectives and recognise the historical, political and ideological factors that impact on young children and their families. In addition, you will develop their knowledge and understanding of the developing child, consider the inter relationships of developmental areas and examine wider societal issues influencing child development.

Child Development and Learning (Employment-based) The module aims to provide an introduction to human development that will establish a framework for understanding human growth, development and developmental stages and domains. Specifically, the module will focus on the learning and development that occurs with an emphasis on the period from conception to eight years of age. The module will also encourage you to recognise and discuss the changing nature of developmental theories. This module will draw upon your own practice based experiences as well as remembered experiences from childhood and observations of children.

Discovery Inquiry and ExplorationThis module aims to introduce you to research within the context of children lives, their families and their communities. You will be encouraged to debate, discuss and analyse the process of research and different research methodologies. You will also explore the concepts of knowledge and truth and how these shape how we know and what we know about children and their childhoods.

Child Health and Wellbeing (Employment-based)The module aims to explore the concepts, of health and well-being of all children from conception throughout their lifespan. Students will evaluate the contexts of health including physical, mental/emotional, environmental and social contexts. Students will consider the implications of ill health through identifying a specific area of study and analyse the implications for the child’s health and wellbeing, their family and wider society. The module will examine a range of philosophies, theories, models of health promotion and public health and underpinning current legislation and government strategies.

Being, Belonging and Becoming (Employment-based)This module aims to introduce you to an approach to early childhood studies that is values-based and which explores the notion of being, belonging and becoming not only in relation to children’s lives but also to your experiences as a student. You will be supported to explore your own values, and in drawing on a values-based approach to inclusion, explore the notion of democratic participation, community, equality and responses to diversity as fundamental to your transition to study at HE level, to support your inclusion within the university, the course and your reflection of your emerging professional identities.

Planning for Personal and Career Development (Employment-based)The module aims to support your personal and professional development by identifying graduate skills and considering the place of graduate skills in meeting the course learning outcomes. Through reflection, you will be supported in understanding the processes of managing your own learning in relation to the graduate skills, and in reviewing, planning and taking increased responsibility for your own development.

The module will help you to become more aware of the demands made on you in your professional and academic work.

Year 2

An example of the 20 credit modules being delivered at during year 2:

Young Children’s Growth and Development (Employment-based)

Global and International Perspectives on Early Childhood (Employment-based)

Diversity and Inclusion in the Early Years (Employment-based)

Creativity, Imagination and Play (Employment based)

Working with Children, Families and Communities (Employment-based)

Safeguarding Children; A Risky business? (Employment-based)

Young Children’s Growth and Development (Employment-based)The module aims to provide you with an in depth understanding of human development that will establish a framework for understanding and evaluating human growth, development, developmental stages and domains in varying contexts. Specifically, the module will focus on the growing, development and learning that occurs with an emphasis on the period from conception to eight years of age. The module will also enable you to recognise and discuss the changing nature of developmental theories and their application.

Global and International Perspectives on Early Childhood (Employment-based)This module will provide you with the opportunity to develop a deeper knowledge and understanding of children's lives in different cultures and contexts. You will study childhood across the world and the key influences of geography, history, politics and economics.

Diversity and Inclusion in the Early Years (Employment-based)The aims of this module are to ensure you develop a critical understanding of the issues that surround discrimination, disability and equality in our society and of the concept of inclusion with a particular focus on young children and their families. The history, psychology, economic and social dimensions of these issues will be explored, along with an analysis of their impact upon individual young children and their families.

Creativity, Imagination and Play (Employment based)The module aims to developyour awareness of both your own creativity and children’s creative development. This module will expand your knowledge of the processes involved in the development of children’s creativity. It addition it will recognise the importance of applying thinking skills and theories relating to cognitive development. You will be introduced to theories of creativity and will consider these in relation to your own lives and the lives of children. You will also consider issues surrounding play provision and creativity in the wider environment and explore the issues impacting on young children and their lives.

Working with Children, Families and Communities (Employment-based)The module aims to provide an introduction to ecological systems theory and aims to encourage you to recognise and discuss the changing nature of neighbourhoods and society how practitioners might respond in terms of advocacy and action. The module promotes a range of opportunities for you to engage with children, families and communities through theoretical perspectives, previous and current experiences, observation in action and reflection.

Safeguarding Children; A Risky business? (Employment-based)In this module you will explore concepts, theories, legislation and policy relating to safeguarding and protecting children. You will study concepts such as significant harm, neglect and abuse while considering decision making strategies and interventions that might be utilised by professionals in the field.

We continually review and where appropriate, revise the range of modules on offer to reflect changes in the subject and ensure the best student experience. We will inform applicants of any changes to the course structure before enrolment.

You will complete one summative assessment task for each 20 credit module (4,000 words). The assessment tasks aim to develop a range of practitioner characteristics through a varied approach and as such are likely to utilise the following assessment methods:

Case studies

Reports

Reflective commentaries on focused observations

Essays

Presentations

Appraisal of professional practice

Analysis of issues which arise out of work experience, reading or seminars

Year 1 (Level 4) which requires a pass to proceed into year 2 (Level 5).

You will typically attend one day per week (9am-5pm) plus up to 6 academic Saturdays per year. You will complete 6 modules at 20 credits each per year.

Teaching and learning may comprise of, but not be limited to lectures, seminars, workshop, personalised tutorials, guided learning, independent study and blended learning.

The teaching strategies and learning experiences reflect an increasing proportion of individualised and self-directed learning approaches.

The teaching team comprises of lecturers, senior lecturers, programme directors and module leaders. Many staff also pursue their own continuing education from masters’ degrees to doctorates and PhD’s as well as pursing their own research interests.

Staff represent a diverse set of professional backgrounds including Policing, Education, Social Care, Health, Psychology, local authority, third sector workers, commissioning services, Charities and other agencies. This presents a multidisciplinary and dynamic learning environment that includes specialist knowledge in the field.

All academics have a recognised teaching qualification for Higher Education and fellowship of the Higher Education Academy or are working towards one.

“A passion for children and wanting to develop personally on a professional level enabled me to find out about the foundation degree.

Even though I consider myself as an experienced practitioner, being at university gives me the chance to learn new higher level theory about children. I love the combined lectures and seminars on a smaller level which allows for more discussion on topics.

The support given within the faculty is excellent, the tutors are friendly, knowledgeable, approachable and understanding.

My career plans are to continue my love for the early years sector and this course will enable me to develop my knowledge and skills further with the goal being to become a teacher after completing the necessary qualifications.”

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Fact file

UCAS course code

X234 Foundation Degree Early Childhood Education and Care

UCAS institution code

C10

Length

Full-Time Study over two academic years requiring attendance for one day a week in University. There are no professional placements as this is an employment-based course that includes work-based learning.

Entry requirements

GCSE English Language grade C (or equivalent)

GCSE Mathematics grade C (or equivalent)

If you do not have English Language or Mathematics at GCSE grade C or above you will be required to take and pass the University Equivalency tests for entry onto this course.

You must be working (employed or voluntary) in a relevant setting for a minimum of 15 hours per week.